Diary of industrial practice Environmental practice
Ministry of Education of the Omsk Regionbudgetary professional educational institution
Omsk region
"Omsk Pedagogical College No. 1"
DIARY of
industrial practice
Environmental practice
specialty 02/44/04
Special preschool education
Group students
Full name
Head of practice
Full name
Practice base
OMSK 2018
Safety briefing
Environmental training practice
specialty 44.02.04
Special preschool education
Group student
Practice base
№
| FULL NAME. student | the date of the | Permission to work | Signature of the person being instructed |
| 1 | |||
| 2 |
FULL NAME. position of instructing ________________________________________________
(signature) (signature transcript) M.P. organization Information about the practice base
preschool educational institution
Address:
Manager
Senior teacher:
Group teachers
List of children
| Blokhina Anya | |
| Grigoriev Kolya | |
| Zhigulskikh Marina | |
| Konstantinov Ilya | |
| York Zhenya | |
| Kornienko Lisa | |
| Menchikova Natasha | |
| Popov Nikita | |
| Lobanov Dima | |
| Sukhanov Misha | |
| Sivkov Dima | |
| Talerov Edik | |
| Tatarnikova Liza | |
| 14 | Savintsev Vlad |
| 15 | Sadykov Farruk |
| 16 | Shadrin Alyosha |
| 17 | Shuvaeva Olya |
| 18 | Gaan Andrey |
| 19 | Borisov Zhenya |
| 20 | Roor Ira |
Individual plan for the student’s daily work
| date | Activities | Note |
| Safety briefing | ||
| Getting to know the preschool educational institution | ||
| Meeting a group of preschool children | ||
| Studying the specifics of a teacher’s work | ||
| Monitoring the ecological and developmental environment in the group | ||
| Monitoring of the ecological and developmental environment in preschool educational institutions | ||
| Monitoring of the ecological and developmental environment at the preschool site | ||
| Photo report on the topic of ecological space |
Task No. 1 Monitoring the ecological and developmental environment in the group
The following indoor plants grow in the group:
- aloe, crassula. They release phytoncides into the air and help children avoid contracting seasonal colds.
- Chlorophytum crested. It perfectly absorbs carbon dioxide from the air and is well suited for rooms with a large number of people.
- fuchsia, begonia. These plants have distinct flowers, stems and leaves. Thanks to this, kids will be able to study their structure.
- Kalanchoe
- gloxinia
- Crassula
- coleus, hypostes with multi-colored leaves. These plants are quite bright, and children will be interested in watching their growth, which helps develop their powers of observation.
The plants correspond to the program the group is working on.
The plants are well-groomed, fuchsia, begonia and gloxinia are blooming.
There are no animals in the corner of nature, because... A number of children have allergies.
In spring, onions are sprouted in a corner of nature.
Plant care items:
2 basins, rags according to the number of children, aprons according to the number of children, dry brushes, watering cans, sprayers, a mole toy.
From the very beginning, the teacher must teach children to finish what they have started and put things in order. Some students consider the work finished as soon as the main task is completed (the plant is replanted or watered, dry leaves are cut off), and they forget about cleaning or lose interest in the final stage of the activity. Such children are not scolded or forced to clean up after themselves. It is better to ask those who are willing to help, clean and put the equipment in its place.
However, you should pay attention to those children who strive to restore order after work in a corner of nature, praise them for their neatness, love of cleanliness, and give them as an example to others: “Look, guys, how Olya and Alyosha tried! Not only did they plant the flowers, but they also cleaned everything clean and didn’t leave a speck. Our new flowers will be so pleased to live on a clean shelf, in order and comfort. They also thank Olya and Alyosha and nod their leaves.” Soon, maintaining order and cleanliness in a corner of nature will become an exciting activity for all the children.
Calendars and observation diaries
No less important tasks of organizing a corner of nature are:
Improving ideas about the seasons, seasonal changes in living and inanimate nature, months, parts of the day.
Formation of concepts about the connections between living and inanimate nature.
Development of observation, curiosity, cognitive activity of children.
Such an important element of a corner of nature as an observation calendar serves to solve these problems. The main type of observation in nature in the older group is weather observation. Consequently, on a bright information stand, such as the observation calendar in the senior group, the main place is given to displaying the weather condition.
Weather observation is carried out after a morning reception or during an afternoon walk. To determine the state of the weather, children must know its characteristics well and use the appropriate terms: “Sunny, rainy, cloudy, cloudy, etc.” Returning to the group, the students enter the results of their observations into the calendar, using simplified images (sun, cloud, cloud with raindrops, snowflake).
To record daily observations, the teacher lines the album sheet into as many parts as there are days in the month, and signs the name of the month and indicates the numbers. Children draw a specific icon in the desired cell or paste a pre-prepared picture. To help children better navigate the days of the week and find them faster, the same day in different weeks is marked with the same color.
A variant of the calendar is possible, in which data is entered not for a month, but for a week, indicating its days with a conventional color, and the wind, rain, air temperature - with signs (cloud, tree, man).
The weather observation calendar should contain many symbols that children draw themselves or with the help of a teacher, consolidating their knowledge about weather phenomena
In addition to observing the weather, observations of objects of living and inanimate nature are carried out, the results of which are also recorded in the calendar. To do this, several small windows are placed on the calendar, and the teacher prepares a set of pictures for each season, which the children will display as they see this or that phenomenon during a walk.
For autumn, these could be: a bunch of rowan berries, a chestnut in a prickly peel, a puddle, large thunderclouds, golden leaves; in winter: a snow-covered tree, a bullfinch, a snowdrift, sparrows at the feeder. It is quite possible that during a walk the child will see a natural phenomenon that is not in the picture: a rainbow, a rare bird (oriole, jay) or will be interested in moss on a tree trunk or vegetables in the garden. In this case, the children’s interest needs to be supported and consolidated by asking them to draw what they saw after the walk.
All children's drawings are placed in the windows of the calendar and next to it, even if they do not turn out very similar. Firstly, little creators will remember and appreciate that their works were not left without attention, and secondly, in the drawings of children of the sixth year of life, what is important is not the similarity to the original, but the desire to share what they see with others. In order to develop in pupils a desire to observe the weather and keep a calendar, all children are assigned to draw symbols in the calendar windows in turn, and not just those who are good at drawing.
Among the many ready-made nature calendars for kindergartens, it is better to choose one that provides space for pupils’ drawings
In addition to observing the weather and natural objects on a walk, the older group of the kindergarten observes birds (which ones flew to the feeder or to the window on winter days), the growth of onions, peas or oats in the garden on the window. Such observations last no longer than two to three months, but their results are recorded in a diary, album or notebook, which are then stored in a corner of nature.
Equipment for educational and experimental activities
The study of nature and knowledge of its secrets is closely connected with experimental, experimental and research activities. To stimulate the cognitive activity of children, the nature corner should be equipped with equipment and materials for experimentation and experiments. First of all, these are simple and at the same time entertaining subjects, combining which in pairs, the teacher will give the child both an exciting activity and food for thought:
Magnet and aluminum, copper, iron objects (safe for children). Why don’t they all attract, although they ring if you knock them against each other?
Magnifying glass and fabric, paper, leather, fur in small scraps. What does their surface look like when magnified? Which material is most similar to our palms, in what way, and why?
Cocktail straws and feathers, ping-pong balls, napkins, pebbles, coins. Why do some roll or fly away if you blow on them? The stone falls loudly, but the feather falls silently. You can throw a stone far, but you cannot throw a ball from a napkin. Why?
A bowl of water and paper boats, strips of paper, napkins, coins, stones. Some swim, others drown. What happens to the feather? With a ping pong ball? Children are able to make a correct guess based on their experience and will experience great joy when their guess is confirmed.
Usually, materials for experiments and experimentation are located next to a corner of nature, because observations in nature and experimentation are closely related
In addition to the above, in a corner of nature there may be the following objects and objects of natural origin:
sand, clay;
sugar and salt (they are not tasted, but their solubility in water is studied);
chestnuts, acorns, cones;
wood trimmings, sawdust in tightly closed containers;
tea, coffee (to consider whether they dissolve in water, whether they color it, and conduct a conversation based on the children’s experience);
cereals, flour;
plants' seeds.
At different times of the year, seasonal, replaceable objects are introduced into a corner of nature:
bouquet of autumn leaves;
basket with vegetables or fruits;
bunches of rowan (it should be emphasized in a conversation with the kids that after the rowan “stays” with them, it will be given to feed the birds and the berries will not be wasted);
spruce or pine branch;
model (craft) of a bullfinch on a branch;
snowman model;
clearing with snowdrops (craft) and so on.
In a corner of nature there may also be a fairy-tale hero who will give children tasks, ask riddles, and help with advice.
Didactic games and manuals
Like any developmental area in a kindergarten group, a corner of nature is impossible without a variety of educational and educational games. These are games on natural history and environmental topics, which are designed to consolidate and deepen children’s ideas:
About wild and domestic animals, the peculiarities of their behavior, habits, differences and similarities (a wolf is similar to a dog in appearance, but a dog is a man’s friend, helps him, protects him, and a wolf is a wild animal, lives in the forest, is dangerous for humans).
About the flora of the immediate environment (trees, herbs, shrubs).
About the ecosystems “forest”, “meadow”, “garden”, their features.
About representatives of the animal world: insects, amphibians, reptiles.
About plants and animals of different climatic zones (Arctic, Antarctic, desert, jungle).
About the connections between seasonal changes in nature and changes in people's lives.
About the influence of natural factors (fresh air, sun, water) on human health, about the use of nature’s gifts by man.
About the nature of space, celestial bodies, human space exploration.
So that knowledge on these topics can constantly be improved and developed in individual and group work with children, in the corner of nature it is necessary to have board and printed games: “In the garden and in the garden”, “Who lives where, what benefits does it bring?”, “Little friends” human (about beneficial insects)”, “Ecological chamomile”, “Ecological sunshine”, “We are traveling”, “Which branch are these babies from?”, “Build a chain”, “Friends of nature”, etc.
Table 1
Environmentally themed games for children
| Game name and equipment | Tasks | Progress of the game |
| Ecological sunshine. A poster with a picture of a sun with pockets in the center and at the ends of its rays. Subject pictures: 3–4 “central” and 6 depending on the meaning. Envelopes (bags). | To form in children an idea of the relationships between living and inanimate nature, to improve the ability to express their opinions, and to cultivate environmentally appropriate behavior. | The teacher places the poster so that it is at eye level with the children and is clearly visible to everyone. He takes out the “central” picture from the bag and places it in the center of the sun. - Children, who is shown in the picture? (Cow). A cow is a very useful animal, but how is it useful? (It gives a lot of milk, from which delicious vitamin-rich, healthy products are made). What natural phenomena help a cow produce milk? Let's tell you. From another bag (envelope), the teacher or child, one by one, takes out and places in the pockets at the ends of the rays of the sun pictures depicting objects of nature, the children explain how this or that is connected with the cow (Dandelions and clover are the food that the cow eats to give milk . Bees pollinate the flowers that the cow eats. Stones - a warm cowshed is built from stones, etc.) |
| Build a chain. Cards depicting a natural phenomenon, a living object (initial), a chain of arrows, 2-3 empty windows leading to another object (final). Subject pictures. | To consolidate knowledge of the relationship between natural phenomena, the world of animals and plants, develop coherent speech, the ability to construct sentences, cultivate interest in the natural world, love for animals and plants. | Children are given cards that depict an animal, plant, or natural phenomenon, and are asked to consider what happened in the beginning and what happened later. When the child describes his card, he is asked to take out 2-3 more pictures from the envelope, related in meaning to his card, put them in the windows and describe what happened to the hero. For example, on the card in the first window there is a gray bunny, and in the last - a white one. The child says: “At first the bunny was gray, and then he became white and changed his fur coat.” Taking out pictures from the envelope depicting snowfall, a fox, a gray bunny hiding under a bush, the child builds a chain and explains: “In the fall, the bunny was wearing a gray fur coat, but snow fell and everything turned white. The fox is looking for a bunny and wants to catch it. The bunny in his gray fur coat is afraid to go out into the snow. But nature gave him a white fur coat to hide in the snow from the wolf and the fox.” |
| "Find a home for animals." Large cards with images of meadows, forests, fields, gardens. Subject pictures depicting plants and animal inhabitants of these natural zones. | To consolidate knowledge about plants and animals of the forest, meadow, garden, field. Develop cognitive interest and understanding of the ecosystems of the immediate environment. Cultivate love for native nature. | The game is played on the lotto principle. Children are given large cards and asked to look carefully and name what is depicted on them. The presenter takes out object pictures from a bag or envelope and shows them to the children, and the one who recognizes the “inhabitant” of his ecosystem takes the card for himself. If the child makes a mistake and none of the children know the correct answer, there is no need to focus attention on the mistake; they put the card aside and repeat the actions with it when the envelope (bag) is empty. |
Visual aids are of great importance in the development of children: posters, plot paintings, series of paintings about nature. Children of the older group, unlike younger ones, can absorb images in photographs well, so colorful, surprising and joyful photos of the miraculous treasures of our planet can also be found in a corner of nature.
Excellent visual aids are folders that the teacher designed himself or with the help of colleagues and parents: “Our summer”, “Collecting the harvest”, “What grows and who lives in our park?”, “Know your native land”.
3.62 Mb.
Share with your friends:
Didactic games
Teachers identify several types of environmental games. For example, in the works of A. Bondarenko one can notice the three most common varieties:
- games using various objects, including natural materials;
- environmental board games;
- environmental word games.
Subject games
Games with objects involve using various natural objects as objects, for example, tree leaves, pine cones, vegetables or fruits.
These games, in combination with environmental education, make it possible to achieve other pedagogical goals: they help broaden the horizons of children, help them develop their thinking abilities, teach them to carry out various analytical operations on objects (such as comparison, classification, for example), it also promotes speech development (children learn to correctly name objects, designate various actions on objects, describe their features and purpose), this allows them to form arbitrary behavior in children, their attention and memory.
By purposefully using natural materials as often as possible, educators help children acquire and consolidate knowledge about nature. The teacher can combine such didactic games with walks, during which children directly interact with the surrounding nature: with trees, flowers and other objects.
Board games
Board games have many varieties, which differ in their objectives, content and design. With their help, children can also expand their understanding of the world around them, refine this knowledge and develop thinking abilities. There are a huge variety of board games.
For example, it could be lotto, various mazes, puzzles, dominoes, etc.
When choosing games for environmental education, among board games, preference is most often given to those games in which you need to select pairs of pictures.
To begin with, children are given the task of choosing pairs from many different pictures that have exactly the same images (for example, the same apple, or the same bush).
After the children have begun to cope well with this, they are given the following task: they need to combine those pictures that do not contain exactly the same images, but are close in meaning (for example, all the trees are in one pile, and all the fruits are in another) .
When children begin to cope well with this task, you can further complicate the task and ask the children to find those pairs of objects that differ from each other in shape, color or location.
When it comes to working with pictures that need to be combined based on some common feature, it is important to form a generalization that would connect different objects. For example, let it be a generalization “What grows in the garden.” In this case, different vegetables will be united by children based on a common feature - the place where they are grown.
There are also games during which children try to remember which picture the teacher hid or turned upside down. This allows you not only to become better acquainted with various natural objects, but also helps to develop the child’s memory.
Lotto is a game in which children select many different images for a large card.
You can choose from many different lotto themes related to ecology and nature. The game of dominoes is organized in a similar way. You need to choose dominoes that contain images related to nature.
Games with mazes are usually played for older preschoolers. They use chips, a special cube and a playing space. You need to choose games that are related to nature. Let children travel around the play space and thus become better acquainted with nature.
Today, puzzles in which you need to assemble one overall picture from its small parts are becoming increasingly popular. Also, instead of providing puzzles with your favorite children's characters, it is better to select something related to nature for the purpose of environmental education.
Word games
Word games help develop children's thinking abilities. Most often, such games lack any support for visual materials.
Typically, such games should be played for children of the older preschool period. These games can be divided into three types.
- The first variety includes all games that help children learn to find the most important distinctive features of objects and phenomena.
- The second type is those word games that teach children to compare different objects and make conclusions like “similar or not similar,” “flies or runs,” etc.
- The third type is a set of games that help children generalize objects and classify them based on a given attribute.
Creative play means that children can express their feelings and impressions that they received during an excursion to beautiful places or in everyday life.
Children can also share their impressions of the work of their parents, which forms in them an adequate attitude towards work and an awareness of the importance of work in life and in nature. For example, you can use natural materials for various construction activities - sand, snow, cones and others.
But it is important that an adult supervise such games. The teacher helps children choose the most suitable natural material and use it correctly in the game process.
All of these games help to help children develop a strong interest in nature and a desire to play. By interacting with tree leaves, shells, seeds and flowers, children acquire the ability to compare different objects, see their similarities and differences between them.
These games are very valuable, as they not only teach children to interact with objects, but also help them personally come into contact with a piece of nature and develop a caring attitude towards it. Board games familiarize children with the animal world and plants, and also help them get acquainted with certain phenomena of inanimate nature.
These games not only clarify ideas about nature, but also help systematize existing knowledge, activate thought processes and memory function. Children acquire accurate, concrete ideas about different animals.
Word games involve the active use of words and phrases without the use of visual materials. They greatly influence the activation of thinking and are able to attract children to acquire new knowledge.
Outdoor didactic games
Outdoor didactic games are also very important because they satisfy the need of young children for constant movement and help them gain motor experience.
In order to enrich children's knowledge in the field of ecology, it is necessary to conduct games that reveal the various relationships of the surrounding world, the influence of human activities and human society on nature and the surrounding reality, on the relationship between living and inanimate nature.
There are games that give children a complete understanding of how to behave in nature.
As a result of the active introduction of such games into the educational process, children become familiar with how the ecosystem works, what the unreasonable use of many natural resources leads to, and how to properly treat nature while being in it.
All this knowledge and skills are firmly fixed in their minds and accompany their behavior throughout their adult life.
A modern view on the problem of environmental education for preschool children
The article presents a system of working with children of senior preschool age, taking into account the provisions of the federal state educational standard for preschool education on environmental education. The authors revealed innovative forms and methods of working with children. It is concluded that an integrated thematic approach helps to implement the content of the five areas.
Key words: environmental education, environmental culture, caring attitude, thematic approach, the world around us, preschool age.
The relevance of environmental education is determined by our future. Currently, environmental issues are increasingly heard on all television channels. The Internet is filled with problems of garbage, the disaster of industrial waste, and the death of animals from fires. It is no coincidence that the Decree of the President of the Russian Federation on environmental protection and the corresponding Resolution of the Government of the Russian Federation have elevated environmental education to the category of the most important state problems. To preserve and cleanse our nature, it is necessary to develop a caring attitude towards the environment as early as possible. It is in preschool age that vivid, imaginative, emotional impressions are created and accumulated, and the foundation for a caring attitude towards nature is laid.
The goal of environmental education is the formation of a new type of personality with special ecological thinking, capable of realizing the consequences of one’s own actions in relation to the environment and able to live in relative harmony with it.
S. N. Nikolaeva in her “Concept of Environmental Education of Preschool Children” characterizes the teacher as a bearer of environmental culture. After all, after the parents (legal representatives), the preschool teacher leads the children into the amazing world around them. Environmental education is one of the components of a holistic pedagogical process. Therefore, when planning environmental events, we solve the following problems:
- Development and correction of the emotional sphere of children through the organization of direct communication with living nature and the widespread use of psychological and pedagogical games-trainings of natural history content in various types of activities of preschool children.
- Formation of the basic foundations of environmental culture in children:
– mastering basic ecological knowledge about the nature of the native land, reflecting the connection of living organisms with their habitat;
– obtaining initial understanding and practical skills in the field of environmental management (economic impacts on nature), nature conservation;
– obtaining initial ideas about man as a living organism, about human ecology (understanding of individual manifestations of the dependence of the health of children and adults on the environmental conditions in which they live);
– nurturing in children a positive, active attitude towards objects and natural phenomena with which they come into contact.
- Disclosure and development of the creative, spiritual and moral potential of each child in the process of communication with the nature of their native land.
The federal state educational standard for preschool education implies an activity-based approach to determining the content and organization of the educational process for preschoolers.
In our work, we use a comprehensive, thematic approach to organizing the educational process in order to implement the provisions of the Federal State Educational Standard for Education. A comprehensive thematic approach involves combining a set of different types of specific children's activities around a single theme. The implementation of the comprehensive thematic principle is closely related to the integration of educational areas and the integration of children's activities. This structure of educational work allows you to take into account the principles of preschool didactics (the principle of the relationship of all areas of work with preschool children, the principles of consistency and systematicity, repetition and clarity) and to implement in your work with children the principles of preschool education laid down in the Federal State Educational Standard for Preschool Education:
- Construction of educational activities based on the individual characteristics of each child. In our practice, this principle is manifested in a combination of different forms of classes and joint activities of the teacher and children.
- Assistance and cooperation of children and adults, recognition of the child as a full participant in educational relations. This manifests itself in project activities.
- Supporting initiative in all types of activities. Our children successfully and willingly solve situational problems and create collections.
- Cooperation between kindergarten and family. Our parents of students take an active part in events, offer interesting ideas for entertainment, group design, and help equip the group’s developmental environment.
Belaya K.D., candidate of pedagogical sciences, emphasizes that when organizing complex thematic planning, the content of educational areas is naturally combined, which makes it possible for the teacher to integrate educational activities. Each educational area has its own direction. Thus, social and communicative development is aimed at mastering the norms and values accepted in society; development of emotional responsiveness, empathy, including for natural objects; formation of the foundations of safe behavior in everyday life, society, and in nature. Cognitive development is aimed at the formation of primary ideas about the objects of the surrounding world, their properties and relationships, and natural phenomena. Speech development is associated with familiarity with children's natural history literature. Artistic and aesthetic development implies the formation of an aesthetic attitude towards the natural world. Physical development is aimed at developing the values of a healthy lifestyle in children.
In solving the problems of environmental education we use innovative and traditional methods and techniques. This is how we add an environmental theme to play activities (“Trip to the Forest”, “Journey to the Desert”, “Journey to the North”, “Zoo”, etc.).
Our children really love the game technique of receiving letters - complaints from birds, animals, insects. Receiving such letters, children decide how to help them and try to notice similar situations on the street.
The project method has become firmly established in our work. Children can put forward a problem on their own, and together with their parents we learned a lot of interesting things. The projects “Red Book of the Krasnodar Territory”, “Healthy Vitamins”, “Trees of Our Site” were very memorable. This project made children want to learn about the trees of the Krasnodar region. With this project, we took 3rd place in the regional competition of scientific research, methodological and creative works “My Land - My Russia” in 2022.
Conducting competitions, quizzes, brain rings, entertainment and environmental holidays, such as “Bird Festival”, “We are Friends of Nature”, “Earth Day”, “Birthday of the Forest”, “Autumn Kaleidoscope”, give children environmental knowledge, which they reflect in the game, in their own artistic activity. Children develop the ability to present themselves publicly, revealing their talents. Parents are frequent guests and participants at such events. Preparation for such forms of work brings children and parents closer together, and the authority of our kindergarten also grows. Environmental actions are planned for the academic year. They are very significant because preschoolers receive natural history knowledge, develop environmental culture skills, and an active life position. The actions serve as good environmental propaganda. And most importantly, children see that adults not only talk about nature conservation, but also actively participate. Any action is a productive activity for children. Here are some of our promotions: “House for birds”, “Dining room for birds”, “Vitamins on the windowsill”, “Favorite clean city”, “Let the site be decorated with flowers”, etc.
As a result:
– children have noticeably expanded their ecological ideas and their ability to establish cause-and-effect relationships;
– children began to actively show interest in the objects of the surrounding world, as well as an emotional reaction to “disorders” in their use, value judgments about them;
– children willingly respond to an adult’s offer to help a living person, independently see the need for care and carry it out efficiently and experience pleasure from it.
In percentage terms it looks like this:
Literature:
- Manevtsova, L. M., The world of nature and the child Methods of environmental education of preschoolers St. Petersburg “Childhood - press” 2003.
- Maslennikova, O. M., Environmental projects in kindergarten Uchitel Publishing House, 2009
- GEF DO
